2.2.2 Integrating Scientific Enrichment with Science Communication Skills to Promote Self-Efficacy and Scientific Knowledge of Gifted Students

This study presents a pedagogical model, which promotes communicating science based on native digital skills. Our model enhanced participatory culture - namely creating and sharing ideas through media - by developing communication skills for communicating science. We believe that communicating science may encourage gifted students to engage in science and enhance their scientific skills required to formulate independent scientific research, and to encourage active citizenship. Accordingly, our goal was to understand the impact of participation in Alpha program on students’ perceptions regarding their abilities to communicate science, and the contribution of these abilities to enhance their self-efficacy and scientific knowledge.

Researchers communicate their scientific ideas to the following types of audience: academic community (disciplinary and interdisciplinary), society and decision makers. There are differences between the characteristics of communication in these types of audience regarding: a. format of media- conference, articles, social media; b. the genre of writing- scientific, popular scientific; and c. purpose- discussion related to scientific issues and/or their social aspects.

The pedagogical model focuses on key competences of communicating science to the relevant audience. In the scientific genre, students were required to conduct research individually and in groups, and to prepare scientific reports, videos, posters and presentations at a conference. In the popular scientific genre, the students wrote popular science articles, and conducted simple scientific activities at a community center, and for school students with learning disabilities. We also promoted “advertising” genre using social media (e.g. Facebook , Instagram) to communicate short messages (e.g. writing memes, animation, puzzles) in order to deliver ideas and to encourage public awareness on the impact of science issues on the society.

Qualitative and quantitative analysis methods of questionnaires and interviews revealed that: students reported that participation in the program: a. Improved their skills in acquiring knowledge and conducting scientific research; b. Improved teamwork skills; c. Improved their self-efficacy regarding self-learning, self-confidence, and motivation to be socially involved. Regression analysis revealed that improving teamwork skills increased the students’ self-efficacy which in turn, improved their scientific knowledge and increased their willingness to contribute to the community.

Media plays important role in our lives and especially for students considered as digital natives. Our pedagogical model utilized students’ digital skills to encourage them to communicate science and motivated them to be active citizenship. Practicing with a variety of tools and genres enabled students to understand the appropriateness and potential of different media for communicating science.

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